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Dissertations / Theses on the topic 'Phonological learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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1

Packard, Stephanie Leona. "Phonological word-form learning." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/568.

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Seven experiments examined phonological word-form learning (i.e., the learning of novel wordlike sound patterns) after differing types of training. In each case, learning at the end of training was assessed via stem-completion ability. Experiment 1 presented participants with 11 epochs of listening and repeating (incidental learning) and found significant stem-completion ability. The results of Experiment 2 showed greater stem-completion ability after 11 epochs of listening, repeating, and stem-completion testing (deliberate learning). Experiment 3 replicated results from Experiments 1 and 2 i

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2

Do, Young Ah. "Biased learning of phonological alternations." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/84416.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 198-203).<br>What is the initial state of the grammar when children begin to figure out patterns of phonological alternations? This thesis documents the developmental stages of children acquiring Korean verb and noun paradigms, and provides a unified account using the initial Output-Output correspondence (OO-CORR) bias. It is claimed that OO-CORR constraints are undominated in the initial state but the empirica

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3

Angalliramachandra, Vijayachandra. "The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1187362187.

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4

Ballem, Kate Drury. "Phonological specificity in early word learning." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410618.

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5

Kwok, Rosa Kit Wan. "Orthographic and phonological processing in English word learning." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7403/.

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This thesis investigates the process of orthographic and phonological word learning in adults. Speed of reading aloud is used as the main measure, specifically the reduction in naming reaction times (RTs) to short and long novel words through repetition and the convergence of RTs to short and long items. The first study (Chapter 2) fully described this fundamental learning paradigm and it is then used to compare various types of training in different groups of readers in the following chapters. Second, the role of phonology in visual word learning was investigated in Chapter 3. Novel words tha

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6

Service, Elisabet. "Phonological coding in working memory and foreign-language learning." Helsinki : Dept. of Psychology, University of Helsinki, 1989. http://catalog.hathitrust.org/api/volumes/oclc/24617470.html.

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7

Lin, Hsing-Yin Cynthia. "Phonological interference between English and Chinese when learning Mandarin." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3266508.

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8

Stuart, Kathleen Morag. "Phonological awareness, letter-sound knowledge and learning to read." Thesis, Birkbeck (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262063.

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9

Brusnighan, Stephen M. "The Role of Semantics in Orthographic and Phonological Learning." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1429563014.

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10

Ryan-Laszlo, Catherine Marie. "Certain Phonological Skills in Late Talkers." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4625.

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While there is general agreement among researchers in the field of language and learning disabilities upon the language hypothesis for reading failure, little research has been explored concerning the relationship between the phonological production skills of preschool children and the same children's prereading abilities in kindergarten. This study examined two aspects of phonological skill (a) the relationship of early phonological production errors and later success on phonological awareness and general prereading skill, and (b) determining if prereading deficits in a group of children with

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11

Hart, Sharon Blodgett. "THE EFFECTIVENESS OF USING COMMUNICATION-CENTERED INTERVENTION TO FACILITATE PHONOLOGICAL LEARNING IN YOUNG CHILDREN." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_diss/518.

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A phonological disorder is a communication disorder of the speech sound system characterized by an impaired ability to use developmentally expected speech sounds and sound patterns to communicate with others (Bauman-Waengler, 2004). This impairment affects the clarity of a child's speech and how easily a child's speech can be understood. As stated in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) (American Psychiatric Association, 1994), difficulties with speech sound production may interfere with academic achievement, social communication, or future occupational achievemen

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12

Malekani, K. "English as a fourth language : Its phonological acquisition by Zairean students multilingual in Kiswahili, Lingala, and French." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376805.

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13

Hatcher, Peter John. "Learning to read : the value of linking phonological training with reading." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306488.

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14

Zhao, Libo. "The effect of referent similarity and phonological similarity on concurrent word learning." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2419.

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Similarity has been regarded as a primary means by which lexical representations are organized, and hence an important determinant of processing interactions between lexical items. A central question on lexical-semantics similarity is how it influences lexical processing. There have been much fewer investigations, however, on how lexical-semantic similarity might influence novel word learning. This dissertation work aimed to fill this gap by addressing one kind of lexical-semantic similarity, similarity among the novel wor

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15

Windfuhr, Kirsten Lisbeth. "Verbal learning, phonological processing and reading skills in normal and dyslexic readers." Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/14162/.

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16

Quam, Carolyn, Sara Knight, and LouAnn Gerken. "The Distribution of Talker Variability Impacts Infants’ Word Learning." UBIQUITY PRESS LTD, 2017. http://hdl.handle.net/10150/623962.

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Infants struggle to apply earlier-demonstrated sound-discrimination abilities to later word-learning, attending to non-constrastive acoustic dimensions (e.g., Hay et al., 2015), and not always to contrastive dimensions (e.g., Stager & Werker, 1997). One hint about the nature of infants' difficulties comes from the observation that input from multiple talkers can improve word learning (Rost & McMurray, 2009). This may be because, when a single talker says both of the to-be-learned words, consistent talker's-voice characteristics make the acoustics of the two words more overlapping (Apfelbaum &

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17

Luk, Yuen-chau. "The role of phonological awareness in second language reading." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36890613.

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18

Hill, Timothy D. "Relationships among language use, phonological skill, and vocabulary in English language learning preschoolers." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002575.

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19

Scheepers, Marizel. "Phonological awareness and learning to read in Afrikaans : the role of working memory." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/77337.

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Background Early literacy skills have a crucial influence on the reading abilities and overall academic success of a child during the school years. The development of phonological awareness skills starts in the pre-school years. While phonological awareness predicts later reading success, working memory is also vital in higher cognitive skills such as reading. Phoneme-grapheme association supports and improves the lexical representation of words in the memory. The phoneme-grapheme association rules in transparent orthographies are in general more predictable and more words can be accurately r

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20

Baills, Florence. "Using the hands to embody prosody boosts phonological learning in a foreign language." Doctoral thesis, Universitat Pompeu Fabra, 2022. http://hdl.handle.net/10803/673777.

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Prosodic features of language such as prominence, melody, and rhythm, are frequently embodied by hand movements in face-to-face communication. However, little is known on the role of embodied techniques encoding the melodic and rhythmic features of speech on the phonological learning of a foreign language. The main goal of this thesis is to unveil the benefits of using a prosody-based, multisensory approach (visual, auditory, and kinesthetic) to support not only the learning of such prosodic features but also the overall pronunciation of a foreign language. Three training studies with

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Mau, Pui-sze Priscilla. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.

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22

Hernandez, Lauren Kristine. "Phonological Processes in English Sentences Produced by Adult Native Speakers of Spanish." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1461947976.

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23

Zens, Naomi Katharina. "Facilitating Word-Learning Abilities in Children with Specific Language Impairment." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.

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Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to im

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24

Bekos, Ioannis. "Phonological awareness and the process of learning to read in Greek-English bilingual children." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341400.

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25

Erikson, Jessie Alise. "Phonological Transfer during Word Learning: Evidence from Bilingual School-Age Spanish-English-Speaking Children." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613100.

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Purpose: This study examines potential cross-linguistic effects on accuracy of codas in newly learned English-like nonwords produced by bilingual Spanish-English-speaking children. Methods: Forty-two bilingual Spanish-English-speaking second-graders (age 7-9) were matched individually with monolingual peers on age (+/- 6 months), sex, and percentile score on the Goldman-Fristoe Test of Articulation (GFTA-2; Goldman & Fristoe, 2000), and matched for group on mother's level of education. Participants named various sea monsters as part of computerized word-learning games. Sixteen syllable-final c

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26

Steele, Jeffrey 1972. "Representation and phonological licensing in the L2 acquisition of prosodic structure." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38520.

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It is widely recognized that differences in both prosodic complexity and position-sensitive contrasts exist both within and across languages. In contemporary phonological theory, these differences are often attributed to differences between heads and non-heads and the asymmetries in licensing potential that exist between such positions.<br>In this thesis, the consequences of such differences for the second language (L2) acquisition of prosodic complexity and position-sensitive contrasts are explored. It is argued that an explanatorily adequate account of L2 syllabification must include highly-

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27

Kimhag, Jenny, and Gabriella Lindmark. "The PhonicStick : A South African pilot study about learning how to use a communication device for early literacy training." Thesis, Uppsala University, Logopedi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-113710.

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<p>Literacy is an important part of communication. Phonological awareness, i.e. the ability to recognise the sound units of language and to manipulate them, has been found to be crucial in literacy acquisition.</p><p>In 2005 the development of a communication device, a talking joystick called the PhonicStick, started at The School of Computing at the University of Dundee in Scotland. The main focus with the project was to help children with physical disabilities to create spoken words by blending sounds together on the PhonicStick. It was also hypothesized that the PhonicStick could act as a s

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Jennings, Patricia Joan. "A comparison of the phonological skills of late talking and normal toddlers." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4082.

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In the present study, the speech of twenty-four normally speaking toddlers and twenty-eight late talking toddlers was analyzed with respect to the syllable structures produced during a speech sample. The groups were matched with regard to age, sex, and socio-economic status, all passed a hearing screening, and all scored at least 85 on the Bayley Scales of Infant Development.

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29

Miller, Sherri Lynn. "Percentage of phonological process usage in expressive language delayed children." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4204.

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Language delay and phonological delay have been shown to coexist. Because they so often co-occur, it is possible that they may interact, sharing a relationship during the child's development. A group of children who were "late talkers" as toddlers, achieved normal development in their syntactic ability by the preschool period. Because their language abilities are known to have increased rapidly, data on their phonological development could provide information on the relationship between phonological and syntactic development. The purpose of this study was to compare the percentage of phonologi

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30

Warmington, Meesha Alecia. "The Role of Lexical Phonological Representations in NewWord Learning : Evidence from Dyslexia and Typical Developement." Thesis, University of York, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507538.

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31

Huang, Hsiu-Shaung. "The role of phonological awareness and visual skills in learning to read Chinese and English." Thesis, University of Liverpool, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333633.

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32

Feijóo, Antolín Sara. "Learning from the input: syntactic, semantic and phonological cues to the noun category in English." Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/673498.

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Las líneas centrales de la teoría lingüística de los últimos años han descrito la adquisición y el desarrollo de primeras lenguas como un proceso basado en el conocimiento innato de las propiedades gramaticales de la lengua por parte de los niños aprendices. Tales descripciones del desarrollo sintáctico asumen que el entorno lingüístico al que los niños están expuestos es demasiado limitado como para dar lugar al aprendizaje de una lengua (es decir, el llamado argumento de la pobreza del estímulo). Así pues, según esta visión, es el conocimiento lingüístico innato lo que permite a los niños ll

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33

Daniel, Linda Lea. "Cluster analysis of a pre-referral screening battery : with measures of phonological proficiency, self-concept, social perception, and moral reasoning." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019477.

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The purpose of this study was to develop a screening battery that could be used as a pre-referral method of identifying students in need of formal assessment for special education services. Further, the battery was designed to provide guidance regarding what classification should be specifically explored in assessment. The screening battery under study included measures of phonological proficiency, self-concept, social perception, and moral reasoning. These variables were measured by the G-F-W Sound-Symbol Tests (Spelling of Sounds Subtest) (Goldman, Fristoe, & Woodcock, 1974), the Self-Percep

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Luk, Yuen-chau, and 陸婉秋. "The role of phonological awareness in second language reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36890613.

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Mau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.

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Li, Chung-wing Wendy. "The role of phonological memory in vocabulary acquisition a study of young children learning new names /." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209302.

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Thesis (B.Sc)--University of Hong Kong, 1996.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.

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Littlewood, Elizabeth Ann. "Phonological short-term memory and new word learning : evidence from paired-associate and Hebb repetition paradigms." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/11054/.

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This thesis investigated the role of phonological short-term memory (PSTM) in the long-term learning of new phonological word-forms. Previous studies using the paired-associate paradigm have suggested that the learning of unfamiliar material is mediated by PSTM (e.g. Papagno & Vallar, 1992). The first aim was to replicate and extend this previous work. The second aim was to determine whether the Hebb repetition paradigm could provide an alternative method with which to investigate the role of PSTM in new word-form learning. Seven experiments were conducted to explore these aims. Experiment 1 o

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Irnanda, S. "Phonological awareness and word reading development in Acehnese-Indonesian bilinguals learning English as a third language." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/35829/.

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This study investigates the phonological awareness and multi-literacy acquisitions of Indonesian-speaking children with a varied level of Acehnese spoken language experience. The study specifically looks for the possibility of metalinguistic awareness benefit on the level of phonology by having Acehnese as a second spoken language after Indonesian, and the possibility of transfer of this phonological awareness into the third language English which is learnt formally at school as a foreign language. The other purposes of the study are to examine the roles of both Acehnese and English oral langu

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Lennström, Anna. "Från läsinlärning till matematik : En studie om sambandet mellan tidig fonologisk medvetenhet och matematiksvårigheter i skolår 2." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59223.

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I vilken grad ett barn är fonologiskt medvetet är i många fall avgörande för hur barnets läsinlärning kommer att fortlöpa, varför det är av stor vikt att redan tidigt arbeta för att stärka den fonologiska medvetenheten. En tillfredsställande läsförmåga är central för inlärningen även i andra skolämnen än svenska. Forskning har på senare tid visat att det finns ett tydligt samband mellan läs- och skrivsvårigheter och svårigheter i matematik. I denna studie undersöks huruvida det finns någon koppling mellan tidiga fonologiska svårigheter och matematiksvårigheter två år senare hos en grupp elever

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Ryckbost, Lisa M. "PHONOLOGICAL AND LEXICAL INFLUENCES ON VOCABULARY DEVELOPMENT: PREDICTING THE AGES AT WHICH INDIVIDUAL WORDS ARE ACQUIRED." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143483102.

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Abbott, Sylvia Patricia. "The effect of phonological decoding and structural analysis training on the reading achievement of delayed readers in the intermediate grades /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7803.

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Wong, Man-ching Vanessa, and 黃玟靜. "The effect of phonological awareness on learning English as a second language: a study with Korean and Chinesesubjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38710833.

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Zilber-Izhar, Katia. "Acoustic Characteristics of Phonological Development in a Juvenile African Grey Parrot (Psittacus Erithacus) Who Is Learning Referential Speech." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078346.

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Although young children can sometimes produce words in a near perfect form at a very early stage, several diary studies revealed that these correct first productions are usually followed by less faithful renditions, only to be returned later to relative accuracy. In order to investigate if this nonlinear pattern of children vocal production called “phonological regression” might also be shared with birds, we examined here the trajectory of vocal development of a young African Grey parrot (Athena) who is learning referential English. Parrots are excellent model systems for the study of speech a

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Hoff, Meagan. "Ethnic Identity and Accent: Exploring Phonological Acquisition for International Students from China." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395176320.

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Wong, Man-ching Vanessa. "The effect of phonological awareness on learning English as a second language : a study with Korean and Chinese subjects /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38710833.

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Lacoste, Veronique. "Learning the sounds of standard Jamaican English: Variationist, Phonological and pedagogical perspective on 7-year old children's classroom speech." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494349.

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Lacoste, Véronique. "Learning the Sounds of Standard Jamaican English : Variationist, Phonological and Pedagogical Perspectives on 7-Year-Old Children's Classroom Speech." Montpellier 3, 2008. http://www.theses.fr/2008MON30109.

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Cette thèse de doctorat est une étude phonologique et phonétique de l'anglais jamaïcain "normé" (Standard Jamaican English) et de son apprentissage par des enfants de 7 ans en milieu scolaire. Son approche variationniste permet de contraster la prononciation de ces enfants à celle de leurs professeurs qui représentent un modèle linguistique à reproduire. L'acquisition de la forme orale de cette norme est examinée à l'intérieur d'un cadre typique de production-reproduction, essentiel à l'enseignement des sons d'une langue cible. Les caractéristiques phonologiques étudiées concernent les groupes

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Chiaramonte, Thaís Contiero [UNESP]. "Processamento fonológico e desempenho ortográfico na dislexia do desenvolvimento e dificuldades de aprendizagem." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153615.

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Submitted by Thaís Contiero Chiaramonte (tcchiaramonte@gmail.com) on 2018-04-18T16:20:31Z No. of bitstreams: 1 Dissertacao_Thais_Contiero_Chiaramonte.pdf: 3057694 bytes, checksum: cc721e8c64c6785d658953d6811be57e (MD5)<br>Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-04-19T13:39:55Z (GMT) No. of bitstreams: 1 chiaramonte_tc_me_mar.pdf: 3057694 bytes, checksum: cc721e8c64c6785d658953d6811be57e (MD5)<br>Made available in DSpace on 2018-04-19T13:39:55Z (GMT). No. of bitstreams: 1 chiaramonte_tc_me_mar.pdf: 3057694 bytes, checksum: cc721e8c64c6785d658953d6811

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Sun-Alperin, Marlene Kendra. "Cross-language transfer of phonological and orthographic processing skills in Spanish-speaking children learning to read and spell in English." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7684.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Murray, Candace Jane. "Reading Abilities and Phonological Skills of Second Grade Children with Three Different Language Histories: Normal, Delayed, and Chronically Delayed." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5152.

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This study was part of the Portland Language Development Project, a longitudinal study of early expressive language delay. Its purpose was twofold. The first was to examine phonological and reading abilities in second grade children with a history of language delay. The second purpose was to examine the relationship between phonological processing abi1ities and reading skills in these children. Second grade children were assigned to one of three groups, based on their history and current Development Sentence Score (DSS) score: (a) normal language (NL), those with more than 50 words at 20-34 mo

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